These are part of the “WHAT” in learning. Learning Dispositions are the habitual tendencies or inclinations that we want children to develop to help them become more effective learners. For example, children might know how to read – that is the skill or knowledge they have learnt – but they still may not want to read. Wanting to read requires children to have the disposition to read – to tend to want to read or to be inclined to read. As a school we recognised that no matter how much children may learn: knowledge, skills, competencies and understandings – to be truly useful to them in a range of contexts, settings and throughout their lives, they need to have the inclination (disposition) to use them. We looked at lots of research about dispositions for learning and at the key competencies and what they meant to us (see Guy Claxton & Margaret Carr’s work; New Zealand Curriculum; Costa’s Habits of Mind). From this, we were able to come up with 13 over-riding dispositions that we need to focus on in developing in children. These dispositions are an important component to all learning – not just rich learning – but our rich learning curriculum, specifically the deeper understandings, will provide the common links in our learning disposition focus across all areas of learning and will link to our productive pedagogy - the tools and strategies we use to help us teach. These learning dispositions have also provided the means for us to unpack and create a curriculum for learning in the key competencies across all learning areas and they have provided a precise focus to why and when to use different pedagogical/thinking tools and strategies. Learning Dispositions at Longburn School are: Children can… ·Persevere
·Manage distractions and my reaction
·Be engaged
·Take notice
·Make meaning
·Think critically
·Think creatively
·Think reflectively
·Be interdependent
·Collaborate
·Be empathetic
·Actively Communicate
·Emulate
Learning Dispositions...
These are part of the “WHAT” in learning.
Learning Dispositions are the habitual tendencies or inclinations that we want children to develop to help them become more effective learners. For example, children might know how to read – that is the skill or knowledge they have learnt – but they still may not want to read. Wanting to read requires children to have the disposition to read – to tend to want to read or to be inclined to read.
As a school we recognised that no matter how much children may learn: knowledge, skills, competencies and understandings – to be truly useful to them in a range of contexts, settings and throughout their lives, they need to have the inclination (disposition) to use them. We looked at lots of research about dispositions for learning and at the key competencies and what they meant to us (see Guy Claxton & Margaret Carr’s work; New Zealand Curriculum; Costa’s Habits of Mind).
From this, we were able to come up with 13 over-riding dispositions that we need to focus on in developing in children. These dispositions are an important component to all learning – not just rich learning – but our rich learning curriculum, specifically the deeper understandings, will provide the common links in our learning disposition focus across all areas of learning and will link to our productive pedagogy - the tools and strategies we use to help us teach. These learning dispositions have also provided the means for us to unpack and create a curriculum for learning in the key competencies across all learning areas and they have provided a precise focus to why and when to use different pedagogical/thinking tools and strategies.
Learning Dispositions at Longburn School are:
Children can…
· Persevere
· Manage distractions and my reaction
· Be engaged
· Take notice
· Make meaning
· Think critically
· Think creatively
· Think reflectively
· Be interdependent
· Collaborate
· Be empathetic
· Actively Communicate
· Emulate